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Autonomie des élèves en physique : étude quantitative des points de vue des enseignants libanais

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Autonomie des élèves en physique : étude quantitative des points de vue des enseignants libanais (EN)
BOILEVIN, JEAN-MARIE
EL HAJJAR, DARINE
EL HAGE, SUZANE
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2023-06-22
This article presents the results of a survey by questionnaire on the points of view of 217 Lebanese teachers of physics concerning the autonomy of their scientific third year students in public high schools. The theoretical framework is based on several domains of autonomy while distinguishing transdisciplinary pedagogical autonomy from disciplinary didactic autonomy. According to the teachers questioned, half the students in the class are psycho-affective autonomous, while less than a third are methodological autonomous. What's more, less than 25% of the students in the class qualified as autonomous by their teachers, were able to either acquire or mobilize certain knowledge. (EN)
Didactic autonomy, physics teachers, quantitative study, Lebanon, high school (EN)
Mediterranean Journal of Education
English
Array (EN)
2732-6489
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 36-45 (EL)
Mediterranean Journal of Education; Vol. 3, N. 2 (2023) - Colloque SIEST Méditerranée 8, Tunisia; 36-45 (EN)
Copyright (c) 2023 Mediterranean Journal of Education (EL)
University of Patras
Pasithee - e-publishing platform/service for Open Access journals
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